Towards Contextualising Implicit Theories and Achievement Goals: Rethinking about the Dichotomies

Autor/in	Arora, Neha
Titel	Towards Contextualising Implicit Theories and Achievement Goals: Rethinking about the Dichotomies
Quelle	In: Journal on Educational Psychology, 14 (2020) 1, S.24-34 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Theories; Achievement; Goal Orientation; Behavioral Objectives; Secondary School Students; Foreign Countries; India + Suchen Sie Ihr Suchwort? Theory; Theorie; Performance; Leistung; Zielorientierung; Zielvorstellung; Sekundarschüler; Ausland; Indien
Abstract	The literature on implicit theory and achievement goals posit that individuals can think only in dichotomies i.e. entity or incremental and thus can pursue performance or mastery goals. However, there are contexts in which individuals may endorse both entity and incremental theory simultaneously or adopt both mastery and performance goals together. The present study highlights important limitations in the implicit theory and achievement goal framework which has been generalized across cultures. Therefore, it becomes important to contextualise implicit theories and achievement goals in a framework which is more realistic. 253 students participated in the present study. Achievement goal questionnaire was administered to the participants pre and post administering implicit theory questionnaire with forced choice between performance and mastery goals in the first administration and adding a third alternative 'both the goals' along with performance and mastery goals in the post administration. Results were analyzed using Chi-Square and Descriptive Statistics. Findings reveal that students indicated their preference for the third alternative, i.e., opting for 'both the goals' performance and mastery together highlighting the importance of examination context. The study provides some useful insights for the future research in the domain of academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01